Standardisation of GTA programmes improves quality but may narrow representations of bodily diversity, promoting a hidden curriculum of 'normality'¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Institutional standardisation introduced to professionalise GTA programmes has also led to the standardisation of women's bodies within teaching contexts, which several authors argue may undermine the programme's original purpose. → Kelly Caitlin 2026 q2 i? Standardisation of pedagogical elements—GTA training, commitment, teaching approach and assessment practices—is consistently identified as important for programme quality and professionalism. → Kelly Caitlin 2026

Evidence¶

Kelly Caitlin 2026¶

Kelly Caitlin, Bell Emily, Brown Megan E. L., Stelling Heidi. (2026). Gynaecology Teaching Associates in Medical Education—A Scoping Review. The Clinical Teacher. https://doi.org/10.1111/tct.70460

q2 · i? · review · r2

Scoping review synthesis of the representation and standardisation domain: the review reports that standardisation of bodies may promote a hidden curriculum of 'normality' and limit student exposure to real-world variation, while pedagogical standardisation supports quality.

"institutional standardisation introduced to professionalise GTA programmes and ensure consistency in teaching, assessment, and conduct has also led to the standardisation of women's bodies within teaching contexts"

Discussion¶

Related Claims¶

• GTA programmes raise ethical concerns about GTA well-being and labour, yet structured programmes can safeguard well-being and are framed as more ethical than historical practices — related
• GTA programmes are consistently associated with reduced student anxiety and improved confidence in pelvic examination, though evidence is frequently short-term and self-reported — related